Summary: Mental arithmetic plays an important role in teaching and learning mathematics. More precisely, it develops problem-solving skills, helps students to develop a skill of making estimations in calculations, and contributes to a better understanding of the concept of numbers and decade system. The basic characteristics of mental arithmetic are as follows: 1) mental calculation uses numbers, not digits (without recording partial results); 2) strategic flexibility in terms of selecting a strategy relative to the characteristics of numbers in a mathematics task. The aim of this paper is to examine pupils’ ability to subtract two numbers without using paper and pencil (mentally) and to identify the strategies used by pupils while doing the calculations. The paper also focuses on the very important question of pupils’ flexibility in using calculation strategies, or more specifically, whether the choice of a strategy depends on the structure of a mathematical task. The research was conducted on a sample of 66 third-graders from two primary schools in Belgrade. A descriptive method and interview were used in the research. The obtained results indicate that pupils predominantly use the algorithm of digital calculation in trying to do a calculation without a paper and pencil, which is the cause of many errors. Equally important, the pupils lack flexibility in doing mental calculation, which may indicate the insufficient understanding of the structure of numbers and calculation procedures. In addition, the results point to the need to change the approaches to arithmetic content by shifting the focus from developing algorithm calculation skills to developing a more in-depth understanding and use of different calculation procedures.

Maclellan, E. (2001). Mental Calculation: its place in the development of numeracy. Westminster Studies in Education. 24 (2), 145–154. Retrieved January 18, 2017 from: https://pure.strath.ac.uk/portal/files/185113/strathprints007321.pdf.

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